Os programas regionais estão bem definidos desde 1991 e constituem a ponta da lança da avaliação das aprendizagens. Foram observados progressos reais na implementação das estruturas de avaliação. As avaliações nacionais dos conhecimentos tendem a multiplicar-se. Pontos fracos
Subsiste uma discrepância entre os métodos utilizados nas avaliações nacionais e as normas internacionais. Alguns países não têm um sistema nem avaliações nacionais.
Oportunidades
Os intercâmbios Sul-Sul constituem um meio para melhorar a reflexão no âmbito das questões técnicas e institucionais. A avaliação dos conhecimentos é um pilar da ajuda ao desenvolvimento e aos financiamentos internacionais. Quase todos os países integraram uma vertente de conhecimentos escolares nos respetivos planos setoriais. Riscos
O financiamento assenta em parte em fontes externas e não é regular. Pode existir um efeito de substituição dos programas internacionais em detrimento das avaliações nacionais. Existe um risco de bloqueio político dos resultados.
RECOMENDAÇÕES
1. Favorecer a divulgação de documentos técnicos e científicos relativos à avaliação dos conhecimentos em língua francesa 2. Favorecer a reflexão Sul-Sul sobre o posicionamento institucional
das estruturas de avaliação (partilha de organogramas, missões e estatutos)
3. Organizar formações quanto à teoria de resposta aos aspetos a abordar, à criação de testes comparáveis no tempo e à criação de escalas de competências
4. Melhorar a informação sobre o financiamento das avaliações (origens e estrutura dos custos)
5. Favorecer a publicação online dos relatórios de avaliação 6. Efetuar avaliações regulares da qualidade (a cada 3 anos),
nomeadamente durante a implementação de reformas curriculares
7. Adotar os docentes como alvo no âmbito da divulgação dos resultados
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Bashir Sajitha, Lockheed Marlaine, Ninan Elizabeth, Tan Jee-Peng (2019), L’école au service de l’apprentissage en Afrique, Banque Mondiale et AFD.
Anderson Kate, Muskin Joshua (2018), Learning Champions, How 15 countries, cities, and provinces came together to rethink learning assessment, February 2018, Center for Universal Education at Brookings.
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Clarke Marguerite (2012), What Matters Most for Student Assessment Systems: A Framework Paper, SABER, World Bank.
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Elks Phil (2016), The impact of assessment results on education policy and practice in East Africa
DFID think piece, January 2016, Ark/DFID.
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Ministère de l’éducation des Seychelles (2013), The National Assessment Framework p.7-9
PME (2019), Rapport sur les résultats 2019
PME (2012), Rapport sur les résultats 2012 : Pour un dialogue concret sur le suivi de l’accès à une éducation de qualité. (Novembre). Washington, D.C.: GPE.
Reddy Vijay (2010), “Cross-national achievement studies: learning from South Africa’s participation in the Trends in International Mathematics and Science Study (TIMSS), Compare”: A journal of Comparative and International Education, Vol. 35, 2005.
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UNESCO BREDA (2017), National Learning
Assessment Systems in Sub-Saharan Africa: Knowledge Sharing and Needs Assessment Regional Workshop, Final report, Dakar, Senegal, 6-8 December 2017, Réseau TALENT.
WEBOGRAFIA
UNESCO/GMR (2014), Rapport de suivi de l’EPT. UNESCO/GMR (2008), Rapport de suivi de l’EPT. Wagner D.A. (2011), Smaller, Quicker, Cheaper: Improving Learning Assessments for Developing Countries, Paris: UNESCO-IIEP.
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Páginas dos programas internacionais PASEC: http://www.pasec.confemen.org/
SACMEQ: http://www.sacmeq.org/
PISA: https://www.oecd.org/pisa/aboutpisa/pisa-en-francais.htm
PIRLS e TIMSS: http://www.pirls.org/
UWEZO: https://www.uwezo.net/
Uma topografia da UNICEF sobre os conhecimentos
https://www.unicef.org/french/education/index_achievement.html
A abordagem do GPE dos sistemas nacionais de avaliação dos conhecimentos
https://www.globalpartnership.org/fr/blog/essai-pilote-dune- nouvelle-approche-de-levaluation-des-acquis-scolaires
A página do IIPE Learning portal
https://learningportal.iiep.unesco.org
As promessas de avaliação segundo o NORRAG
https://www.norrag.org/the-promise-of-large-scale-learning- assessments-acknowledging-limits-to-unlock-opportunities-by- sobhi-tawil-and-maya-prince/